Kitobni o'qish: «Graded Literature Readers: Fourth Book»
PREFACE
It is believed that the Graded Literature Readers will commend themselves to thoughtful teachers by their careful grading, their sound methods, and the variety and literary character of their subject-matter.
They have been made not only in recognition of the growing discontent with the selections in the older readers, but also with an appreciation of the value of the educational features which many of those readers contained. Their chief points of divergence from other new books, therefore, are their choice of subject-matter and their conservatism in method.
A great consideration governing the choice of all the selections has been that they shall interest children. The difficulty of learning to read is minimized when the interest is aroused.
School readers, which supply almost the only reading of many children, should stimulate a taste for good literature and awaken interest in a wide range of subjects.
In the Graded Literature Readers good literature has been presented as early as possible, and the classic tales and fables, to which constant allusion is made in literature and daily life, are largely used.
Nature study has received due attention. The lessons on scientific subjects, though necessarily simple at first, preserve always a strict accuracy.
The careful drawings of plants and animals, and the illustrations in color – many of them photographs from nature – will be attractive to the pupil and helpful in connection with nature study.
No expense has been spared to maintain a high standard in the illustrations, and excellent engravings of masterpieces are given throughout the series with a view to quickening appreciation of the best in art.
These books have been prepared with the hearty sympathy and very practical assistance of many distinguished educators in different parts of the country, including some of the most successful teachers of reading in primary, intermediate, and advanced grades.
Thanks are due to Messrs. G. P. Putnam's Sons and to President Roosevelt for their courtesy in permitting the use of the selection from "Hunting Trips of a Ranchman."
INTRODUCTION
In the Fourth and Fifth Readers the selections are longer, the language more advanced, and the literature of a more mature and less imaginative character than in the earlier books.
The teacher should now place increased emphasis on the literary side of the reading, pointing out beauties of language and thought, and endeavoring to create an interest in the books from which the selections are taken. Pupils will be glad to know something about the lives of the authors whose works they are reading, and will welcome the biographical notes given at the head of the selections, and the longer biographical sketches throughout the book. These can be made the basis of further biographical study at the discretion of the teacher.
Exercises and word lists at the end of the selections contain all necessary explanations of the text, and also furnish suggestive material for language work. For convenience, the more difficult words, with definitions and complete diacritical markings, are grouped together in the vocabulary at the end of the book.
A basal series of readers can do little more than broadly outline a course in reading, relying on the teacher to carry it forward. If a public library is within reach, the children should be encouraged to use it; if not, the school should exert every effort to accumulate a library of standard works to which the pupils may have ready access.
The primary purpose of a reading book is to give pupils the mastery of the printed page, but through oral reading it also becomes a source of valuable training of the vocal organs. Almost every one finds pleasure in listening to good reading. Many feel that the power to give this pleasure comes only as a natural gift, but an analysis of the art shows that with practice any normal child may acquire it. The qualities which are essential to good oral reading may be considered in three groups:
First – An agreeable voice and clear articulation, which, although possessed by many children naturally, may also be cultivated.
Second – Correct inflection and emphasis, with that due regard for rhetorical pauses which will appear whenever a child fully understands what he is reading and is sufficiently interested in it to lose his self-consciousness.
Third – Proper pronunciation, which can be acquired only by association or by direct teaching.
Clear articulation implies accurate utterance of each syllable and a distinct termination of one syllable before another is begun.
Frequent drill on pronunciation and articulation before or after the reading lesson will be found profitable in teaching the proper pronunciation of new words and in overcoming faulty habits of speech.
Attention should be called to the omission of unaccented syllables in such words as history (not histry), valuable (not valuble), and to the substitution of unt for ent, id for ed, iss for ess, unce for ence, in for ing, in such words as moment, delighted, goodness, sentence, walking. Pupils should also learn to make such distinctions as appear between u long, as in duty, and u after r, as in rude; between a as in hat, a as in far, and a as in ask.
The above hints are suggestive only. The experienced teacher will devise for herself exercises fitting special cases which arise in her own work. It will be found that the best results are secured when the interest of the class is sustained and when the pupil who is reading aloud is made to feel that it is his personal duty and privilege to arouse and hold this interest by conveying to his fellow pupils, in an acceptable manner, the thought presented on the printed page.
The Straw, the Coal, and the Bean
By the Brothers Grimm
Jakob Grimm (1785-1863) and Wilhelm Grimm (1786-1859): German authors. The Brothers Grimm, as they are familiarly called, wrote many learned scientific books, but they are best known to children by their collection of German fairy and folk stories.
1. In a village lived a poor old woman, who had gathered some beans and wanted to cook them. So she made a fire on her hearth, and that it might burn more quickly, she lighted it with a handful of straw.
2. When she was emptying the beans into the pan, one dropped without her observing it and lay on the ground beside a straw. Soon afterwards a burning coal from the fire leaped down to the two.
3. Then the straw said: "Dear friends, whence do you come here?"
The coal replied: "I fortunately sprang out of the fire. If I had not escaped by main force my death would have been certain. I should have been burned to ashes."
4. The bean said: "I, too, have escaped with a whole skin. But if the old woman had got me into the pan, I, like my comrades, should have been made into broth without any mercy."
"And would a better fate have fallen to my lot?" said the straw. "The old woman has destroyed all my brethren in fire and smoke; she seized sixty of them at once and took their lives. I luckily slipped through her fingers."
5. "But what are we to do now?" asked the coal.
"I think," answered the bean, "that as we have so fortunately escaped death, we should keep together like good companions. Lest a new mischance should overtake us here, let us go away to a foreign country."
6. This plan pleased the two others, and they set out on their way together. Soon, however, they came to a little brook, and, as there was no bridge, they did not know how they were to get over.
At last the straw said: "I will lay myself across, and then you can walk over on me as on a bridge."
7. The straw, therefore, stretched herself from one bank to the other, and the coal, who was of an impetuous nature, tripped forward quite boldly on the newly built bridge. But when she reached the middle and heard the water rushing beneath her, she was, after all, frightened, and stood still.
8. The straw then began to burn, broke in two pieces, and fell into the stream. The coal slipped after her, hissed when she sank into the water, and breathed her last.
The bean, who had prudently stayed behind on the shore, could not help laughing at these events, and laughed so heartily that she burst.
9. It would have been all over with her also, if, by good fortune, a tailor who was traveling in search of work had not sat down to rest by the brook. Pitying the poor bean, he pulled out his needle and thread and sewed her together. She thanked him prettily, but, as the tailor used black thread, beans since then have a black seam.
Ŏb s̝ẽrv´ĭng: seeing; noticing. Brĕth´rĕn: brothers. Mĭs chȧnçe´: misfortune; ill luck. Ĭm pĕt´ū̍ oŭs: hasty.
September
By Helen Hunt Jackson
Helen Fiske Hunt Jackson (1831-1885): An American poet and prose author of much merit, whose writings appeared under the pen name of "H. H." Among her books are "Bits of Travel," "A Century of Dishonor," and "Ramona."
1. The golden-rod is yellow;
The corn is turning brown;
The trees in apple orchards
With fruit are bending down.
2. The gentian's bluest fringes
Are curling in the sun;
In dusky pods the milkweed
Its hidden silk has spun.
3. The sedges flaunt their harvest
In every meadow-nook;
And asters by the brookside
Make asters in the brook.
4. From dewy lanes at morning
The grapes' sweet odors rise;
At noon the roads all flutter
With yellow butterflies.
5. By all these lovely tokens
September days are here,
With summer's best of weather,
And autumn's best of cheer.
Sĕdġ´ĕs̝: coarse grasses which grow in marshy places. Fläunt: wave; spread out. No͝ok: corner. Tō´kens̝: signs.
Which of the flowers named in this poem have you seen?
At your home do these flowers bloom in September, or earlier, or later?
Can you name any other tokens of the coming of September?
Robert Louis Stevenson
1. The famous Scotch author, Robert Louis Stevenson, was born in Edinburgh, November 13, 1850. He was a delicate child with a sweet temper and a happy, unselfish disposition, who bore the burden of ill health bravely in childhood as in later life. In "The Land of Counterpane," a poem which you may remember, he tells some of the ways in which he amused himself during the idle days in bed.
2. When he was well enough to be up, he invented games for himself and took keen delight in the world of outdoor life.
3. His education was carried on in a somewhat irregular fashion. He attended schools in Edinburgh, and studied with private tutors at places to which his parents had gone for the benefit of his health or of their own. He thus became an excellent linguist, and gained wide knowledge of foreign life and manners. He early showed a taste for literature, beginning as a boy the careful choice of language which made him a master of English prose.
4. Stevenson's father had planned to have him follow the family profession of engineering. With this in view he was sent to Edinburgh University in the autumn of 1868. Later he gave up engineering and attended law classes; but law, like engineering, was put aside to enable him to fulfil his strong desire for a literary life.
5. His first stories and essays, published in various magazines, met with favorable notice. In 1878 he published his first book, "An Inland Voyage," the account of a canoe trip with a friend.
6. The mists and east winds of his native Scotland proved too harsh for his delicate lungs, and year after year he found it necessary to spend more and more time away from his Edinburgh home. On one of these journeys in quest of health, he came to America, and in "Across the Plains" he describes his journey in an emigrant train from New York to San Francisco. It was on this visit to California that he met Mrs. Osbourne, who became his wife in 1880.
7. "Treasure Island," a stirring tale of adventure, was published in 1883. It was followed by two other boys' stories, "The Black Arrow" and "Kidnapped."
8. In 1887 Stevenson and his wife again visited America. They hired a yacht and spent two years sailing among the islands of the South Seas, finally visiting Apia in Samoa. Samoa pleased Stevenson, and as the climate suited him, he decided to make his home there. At Vailima, his Samoan home, he spent four happy years with his wife and his mother. Then his health failed, and he died suddenly, December 3, 1894. He was buried, as he had desired, on the summit of a mountain near his home.
9. Besides many novels and volumes of essays, Stevenson was the author of four volumes of poetry. The best known of these is "A Child's Garden of Verses," a book of delightful child poems from which the poem "Travel" is taken.
Lĭṉ´guĭst: a person skilled in languages. Fŏr´eĭgn: belonging to other countries. Prō̍ fes´sion: employment; the business which one follows. Cȧ no̤e´: a small, light boat. Ĕm´ĭ grants: emigrants are people who have left one country to settle in another. Quĕst: search. Yạcht: a light sea-going vessel used for parties of pleasure, racing, etc. Ä´pï ä. Sä mō´ä. Vaī lï´ma.
Travel
By Robert Louis Stevenson
I should like to rise and go
Where the golden apples grow; —
Where below another sky
Parrot islands anchored lie,
And, watched by cockatoos and goats,
Lonely Crusoes building boats; —
Where in sunshine reaching out
Eastern cities, miles about,
Are with mosque and minaret
Among sandy gardens set,
And the rich goods from near and far
Hang for sale in the bazaar; —
Where the Great Wall round China goes,
And on one side the desert blows,
And with bell and voice and drum,
Cities on the other hum; —
Where are forests hot as fire,
Wide as England, tall as a spire,
Full of apes and cocoanuts
And the negro hunters' huts; —
Where the knotty crocodile
Lies and blinks in the Nile,
And the red flamingo flies
Hunting fish before his eyes; —
Where in jungles near and far,
Man-devouring tigers are,
Lying close and giving ear
Lest the hunt be drawing near,
Or a comer-by be seen
Swinging in a palanquin; —
Where among the desert sands
Some deserted city stands,
All its children, sweep and prince,
Grown to manhood ages since,
Not a foot in street or house,
Not a stir of child or mouse,
And when kindly falls the night,
In all the town no spark of light.
There I'll come when I'm a man,
With a camel caravan;
Light a fire in the gloom
Of some dusty dining-room;
See the pictures on the walls,
Heroes, fights, and festivals;
And in a corner find the toys
Of the old Egyptian boys.
Crṳ´sōes̝: men like Robinson Crusoe, the hero of the story of that name. He was a shipwrecked sailor who lived many years on an uninhabited island. Mosque: a church in some Eastern countries. Mĭn´ȧrĕt: the tall, slender tower of a mosque. Bȧzäar´: in the East a shop where goods are kept for sale. The Great Wall: a wall fourteen hundred miles long, built many hundreds of years ago for the defence of the Chinese Empire. Jŭṉ´gles̝: thickets of trees and vines found in hot countries. Giving ear: listening. Pal an quin´: an enclosed carriage, used in China and India, which is borne on the shoulders of men by means of two poles. Swēep: a boy who cleans chimneys by sweeping them. Căr´ȧ văn: a company of travelers through a desert. Fĕs´tĭ vals̝: feasts.
Travelers' Wonders
By Dr. John Aikin
Dr. John Aikin (1747-1822): The author of many scientific and literary works. This selection is from "Evenings at Home," a volume of stories for children written by Dr. Aikin and his sister, Mrs. Barbauld. A hundred years ago, there were few books written especially for young people, except grammars, histories, and other text-books, and this volume of instructive stories was very popular.
1. One winter evening Captain Compass was sitting by the fireside with his children around him.
"Oh, papa," said little Jack, "do tell a story about what you have seen in your voyages. We have been reading some wonderful tales of adventure. As you have sailed round and round the world, you must have seen many strange things."
2. "That I have, my son," said Captain Compass, "and, if it will interest you, I will tell you some of the curious things I have seen.
3. "Once about this time of the year I was in a country where it was very cold. To keep warm, the people had garments made from an animal's outer covering which they stripped off his back while he was yet alive. They also wore skins of beasts, these skins being made smooth and soft in some way.
4. "Their homes were made of stones, of earth hardened in the fire, or of the stalks of a large plant which grew in that country. In the walls were holes to let in the light; but to keep out the rain and the cold air these holes were covered with a sort of transparent stone, made of melted sand.
5. "They kept their homes warm by means of a queer kind of rock which they had discovered in the earth. This rock, when broken, burned and gave out great heat."
6. "Dear me!" said Jack, "what wonderful rock! I suppose it was somewhat like flints that give out sparks when we knock them together."
"I don't think the flints would burn," said the Captain; "besides, this was of a darker color.
7. "The food, too, of these people was strange. They ate the flesh of certain animals, roots of plants, and cakes made of powdered seeds. They often put on these cakes a greasy matter which was the product of a large animal.
"They ate, also, the leaves and other parts of a number of plants, some quite raw, others prepared in different ways by the aid of fire.
8. "For drink they liked water in which certain dry leaves had been steeped. I was told that these leaves came from a great distance.
"What astonished me most was the use of a drink so hot that it seemed like liquid fire. I once got a mouthful of it by mistake, taking it for water, and it almost took away my breath. Indeed, people are often killed by it; yet many of them are so foolish that they will give for it anything they have.
9. "In warmer weather these people wore cloth made from a sort of vegetable wool growing in pods upon bushes. Sometimes they covered themselves with a fine glossy stuff, which I was told was made out of the webs of worms. Think of the great number of worms required to make so large a quantity of stuff as I saw used!
"The women especially wore very queer things. Like most Indian nations, they wore feathers in their headdress.
10. "I was also much surprised to see that they brought up in their houses an animal of the tiger kind, with sharp teeth and claws. In spite of its natural fierceness this animal was played with and caressed by timid women and children."
11. "I am sure I would not play with it," said Jack.
"Why, you might get an ugly scratch if you did," said the Captain. "The speech of these people seems very harsh to a stranger, yet they talk to one another with great ease and quickness.
12. "One of their oddest customs is the way that the men have of greeting the women. Let the weather be what it will, they uncover their heads. If they wish to seem very respectful, they stay uncovered for some time."
13. "Why, that is like pulling off our hats," said Jack.
"Ah, ah, papa!" cried Elizabeth, "I have found you out. All this while you have been telling us about our own country and what is done at home."
14. "But," said Jack, "we don't burn rock, nor eat grease and powdered seeds, nor wear skins and worms' webs, nor play with tigers."
15. "What is coal but rock?" asked the Captain, "and is not butter grease; and corn, seeds; and leather, skins; and silk, the web of a kind of worm? And may we not as well call a cat an animal of the tiger kind, as a tiger an animal of the cat kind?
16. "If you remember what I have said, you will find with your sister's help that all the other wonderful things I have told you about are ones we know quite well.
"I meant to show you that to a stranger our common things might seem very wonderful. I also wanted to show you that every day we call a great many things by their names without ever thinking about their nature; so it is really only their names and not the things themselves that we know."
Trăns pâr´ent: that can be seen through. Glŏss´y̆: smooth and shining. Rē̍ quīred´: needed.
We wear clothes made from sheep's – .
Our shoes are made of the skin of beasts, made smooth and soft: this is called – .
Some houses are built of – , which are made of earth hardened in the fire.
– are holes to let in light and air.
In these holes is put – , which is made of melted sand.
– is a rock which burns.
We eat – , – and – , which are the flesh of animals.
We eat cakes made of the powdered seeds of – and – .
We also use for food – , – , and – , which are the roots of plants.
The leaves of – are cooked and eaten.
– grows in pods upon bushes, and is used for making clothes.
– is a glossy fabric made out of the webs of worms.
